SCHOOL OF GRADUATE STUDIES

INSTITUTE OF EDUCATION AND BEHAVIORAL SCIENCES

DEPARTMENT OF EDUCATIONAL PLANNING
MANAGEMENT
EDUCATION QUALITY MANAGEMENT PRACTICES AND
CHALLENGES IN GUJI ZONE: THE CASE GOVERNMENT
SECONDARY SCHOOL

BY
BISKUT MENGISTU

ADVISOR: GETU SHIFERAW (Ph.D)

Jan, 2021
DILLA, ETHIOPIA
 EDUCATION QUALITY MANAGEMENTPRACTICES AND
CHALLENGES IN GUJI ZONE: THE CASE GOVERNMENT
SECONDARY SCHOOL

BY

BISKUT MENGISTU

A THESIS SUBMITTED To DILLA UNIVERSITY INSTITUTE OF

EDUCATIONAL AND BEHAVIORAL SCIENCES DEPARTMENT
GRADUATE STUDIES INPARTIALFULFILLMENT OF THE
REQUIREMENTS FOR THE DEGREE OF MASTER OF SCHOOL
LEADERSHIP

MAY 26, 2021

DILLA, ETHIOPIA
 DILLA UNIVERSITY

EDUCATION QUALITY MANAGEMENT PRACTICES AND

CHALLENGES IN GUJI ZONE: THE CASE GOVERNMENT
SECONDARY SCHOOL

BY

BISKUT MENGISTU

APPROVEDBYBOARDOF EXAMINERS

Dean, Graduate Studies Signature & Date

\

Advisor Signature & Date Signature & Date

External Examiner Signature & Date

Internal Examiner Signature & Date

 DECLARATION
I, the undersigned, declare that this thesis is my original work entitled, education quality
management practices and challenges in guji zone prepared by Biskut Mengistu under the
guidance of Dr. Getu Shiferaw. All sources of material used for this thesis has been duly
acknowledged. I further confirm that the thesis has not been submitted either in part or in full
to any other higher learning institution for the purpose of earning any degree.

Name: Signature Date

--------------------------------------- --------------------------------- -----------------------------

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ACKNOWLEDGEMENTS
First and foremost, my hearty thanks go to Almighty GOD for providing me with His
divine support to come up to the successful completion of this paper. I am deeply
grateful to my advisor Dr.Getu Shiferaw for his, professional assistance and consultation,
kind encouragement and understanding. I couldn’t have been able to come out with this
study if he had not patiently and seriously read the thesis, and provided me with the
valuable comments to meaningfully improve it.
I would like to express my heartfelt appreciation for the principals, teachers, and parents of
Guji Zone of the selected secondary school for their relentless involvement in responding the
questionnaire and devoting their time for the interview while the data were gathered for the
study. I also thank and express my deepest gratitude to my family and friends for their all
rounded support and encouragements.

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Table Contents
page
Acknowledge...................................................................................................................................i
Table of contents............................................................................................................................ii
List of Table

.................................................................................................................................................................... iv
List of
figures .................................................................................................................................................v
Abbreviations And
Acronyms..........................................................................................................vi
Abstract
........................................................................................................................................................vii
CHAPTER ONE : INTRODUCTION..........................................................................................................1

1.1. Background oftheStudy......................................................................................................................1

1.2.Statement oftheProblem......................................................................................................................2
1.3. ObjectivesoftheStudy.........................................................................................................................3
1.3.1. The General Objective.................................................................................................................3
1.3.2. The Specific Objective................................................................................................................3
1.4. Research Questions............................................................................................................................4
1.5. Significant of the study.....................................................................................................................4
1.6 Delimitation of the study...................................................................................................................4
1.7. Operational Definition of Key Terms.................................................................................................5
1.8. Organization of the proposal..............................................................................................................5
2. CHAPTER TWO: REVIEWOFRELATEDLITERATURE...............................................7

2.1. Concept of Quality management........................................................................................................7

2.2 Qualityin terms of Government Secondary Schools...........................................................................7
2.3 Total QualityManagement..............................................................................................................10
2.4.TQM inEducation..............................................................................................................................11
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY..................................13

3.1. Research Design...............................................................................................................................13

3.2SourcesofData....................................................................................................................................13
3.2.1PrimarySourceofData......................................................................................................................13
3.2.2SecondarySourceofData......................................................................................................................13
3.3 The Research Method........................................................................................................................13

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 3.4. Population, Sample Size and sampling Techniques..........................................................................14
3.5 .Instruments andProcedures ofData Collection..................................................................................15
3.5.1 Instruments ofData Collection............................................................................................................15
3.6 ProcedureofDataCollection...............................................................................................................16
3.6 TechniquesofData Analysis...............................................................................................................17
UNIT FOUR :RESULTSANDDISCUSSION...............................................................................18

4.1 characteristics of respondents................................................................................................................18

4. Characteristicsofteachers.........................................................................................................................19

4.1 Respondent by sex.................................................................................................................................19

CHAPTER FIVE : CONCLUSIONS AND RECOMMENDATIONS .................................................33

5.1 CONCLUSIONS ..................................................................................................................................33

5.2
Recommendations......................................................................................................................34

Reference....................................................................................................................................................44

Annexes........................................................................................................................................................45

iv
ABBREVIATIONS AND ACRONYMS

EME……………………

HWEO………………….Head of Woreda Education Office

MOE…………………….Ministry of Education

PTSA…………………….Parents-Teachers and Student Association

QM………………………Quality Management

SD………………………..Standard Deviation

SPSS…………………......Statistical Package for Social Science

TQM……………………..Total Quality Management

UNESCO………...............United Nations Education Science and Cultural Organization

WEO……………………..Woreda Education Office

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Abstract
This paper examines the quality management practices of two private primary schools in Addis
Ababa from the perspective of regional educational bureau’s standard and the stakeholders’
point of view through a case study of Government School of Guji Secondery School. The
research focused on the stakeholder’s current awareness of quality, how quality management is
practiced on educational input and processes, the existing contributions of the partakers in the
schools. The study further examines the quality of the output of the schools or the acquired
behavioral changes of students. Findings from the study indicate that effective quality
management practice of Guji Zone government secondary schools should mobilize all the
stakeholders and it must involve all the processes in the schools which mainly include the
teaching learning process. For this reason, total quality management, which is effective for
people based organizations with a demand for the participation of all involved on all the
processes, should be applied. The challenges of the practice are identified to be less attention to
motivating teachers, lack of creativity, and fear in facilitating parents’ participation on the side
of the management as well as lack of qualified and committed teachers which is manifested in
high turnover rate. The study indicate the presence of the quality awareness and the craving of
the administrations for its achievement, but shortcomings in acquiring qualified and
committed teachers, providing sufficient and relevant teaching materials, mobilizing all the
stakeholders toward the achievement of the quality objectives.
Key terms: Educational Quality management, Challenge and practice

vi
vii
 CHAPTERONE
INTRODUCTION
This chapter describes background of the study, statement of the problem, objective of the study,
significance of the study, delimitation of the study, definition of key terms and organization of the
study.

1.1. Background of the Study

One of the greatest concerns of Ethiopia has been the issue of the standard and quality of
education system. The development of nation depends on the quality of its education hence
conscious efforts are usually made to educational levels. Educational so recognizes the
characteristics unique to each individual and provides a process for the development and
expression of each learner’s abilities and talents (Tanner & Tanner, 2007).

The regulation directs the curriculum to be followed by the schools, the qualifications of the
teachers, the type of certificates given to the students, the process of increasing school fee,
participation of parents and community. The regulation also authorizes the regional education
bureaus to supervise the activities of the schools and to issue directions essential for the proper
realization of the regulations. Quality management practice is the day to day activity in all
educational level and also has a great implication to quality education for the existing generation and for
the coming generation Ethiopian Ministry of Education has set a definite standard for the purpose
of aligning the educational system with the educational policy formulated, to assess the
achievement of students, to ensure the uniformity of the educational system, to measure the
level and quality of its educational system against the international secondary and primary
schools’ standard. The standard has been passed through different improvements for the last
twenty years.(MOE,1997). In Ethiopian context, public or government school is an educational
institution managed by government and community and established for the intention of
conducting formal or non-formal education at any level (EME, 1995). Schools established by
foreign communities and organizations as well as by religious and charity organizations are
treated differently using different regulations. Quality as a representation of service evaluation by
its customers, quality outcome of education must be the main focus of the schools (Nutley &
1
Osborne, 1994). Education as other important processes, on top of having good quality content,
has to be managed well in order to realize its hidden potential of assisting a student to consider
him/her self and other people as important; acquiring skills in words and numbers as well as
habits and perspective of dependable citizen; sustaining physical and emotional wellbeing;
offering possibilities and support to be creative; training for challenges of the fast changing
world of science and technology (Turnbill&Bereday1969).

1.2. Statement of the Problem

Secondary school in Guji zone, attract children with all in the town and form the surrounding like
other public school in the country however educational quality management practice is decline
from time to time due to inadequate facilities for effective teaching and learning, lack of
maintenance of existing ones, lack of commitment by principals, lack of teamwork, poor
communication method, lack of adequate funding, poor performance of students. Hence, if the
problem will not minimize or not solved its results are holistic , which affect whole sectors so,
this study will try to see the problem from different angle to provide the necessary contribution
and show challenge in the areas before the problem too difficult to solve. Therefore, we expected
by the families supporting the children to maximize this opportunity for the purpose of
producing high quality output. Besides parents, the government educational bureaus also expect
private primary schools to come out with better quality for benchmarking purposes.

The evaluation of quality in secondary schools should be done from two angles: regional
educational bureaus standard and stakeholders’ especially parent’s expectation. Regional
educational bureau’s sets standards for all secondary the Zone for the purpose of uniformity,
guidance and evaluation. These dual aspects are essential for the existence and success of the
school in all aspects.

According, MoE(2010), in ESDP IV one of main challenges focused to improve is leadership and
management capacities at institutional level remained weak. Additionally, MOE(2006) stated that
due to shortage of qualified school leader’s appointment of secondary school leaders in Ethiopia
is very much based on experience. So it was found that, there are challenges in performing
technical management, building school culture and attractive school compound, participatory
decision making and school management for teachers and students, creating orderly school
2
environment by clarifyingdutiesandresponsibilities,beingskillfullinhumanrelations and
communicating with different stakeholders by those school leaders, assigned based on experience
without qualification. According to Keys and others,(2003:2) additional demanding forces
magnify the unique complexity and uncertainty confronting schools leaders facing challenge
circumstances. Among these forces are poor management, budget deficit, unsatisfactory
buildings, staff problems, low levels of pupil attainment on entry, behavior management
problems, high rates of pupil exclusion and unauthorized absence, low level of parent
involvement, falling rolls and high pupil turn over and lack of pupil confidence in the school. As
the establishment of secondary schools in the woreda can be done by qualified and unqualified
persons without discrimination, the evaluation of the management’s awareness of quality is
essential in order to comprehend the quality management practices of the schools. The practice
of quality management should also be evaluated on different aspects of the schools since
quality management demands quality in all resources and processes. The assessment should
also be done from different angles as seen from different point of view since the results expected
from the practice should satisfy all the stakeholders.
The current condition of various secondary schools in Guji zone does not fully satisfy the
expectation of families and society as a whole with regard to the decline of quality of education
and other related. Since, quality management considers problems of an organization as
originated from the management due to its responsibility of solving problems using different
mechanisms; this research focuses on the activities of the management.

1.3. Objectives of the Study

1.3.1. General Objective
 To examine the practice of quality management in secondary school of Guji zone
1.3.2. Specific Objective
 To investigate the current practice of quality management in the secondary school of
the study area.
 To find out the achievement and weakness of quality management practice in the
secondary school of Guji zone?
 To assess constraints of quality management practice in the study area?

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1.4. Research Questions
On the basis of the above objectives, existing realities and seek to answer for the stated problems
of the Woreda’s government or public secondary school, these particular questions are presented
as follows:
1. What is the current practice of quality management in the secondary school of the study area?
2. What are the achievements and weaknesses of quality management in the study area?
3. What are constraints of quality management practice in the study area?

1.5. Significant of the study

Education quality is crucial for improving the quality of business activities and it is decisive in
increasing productivity of a society. Secondary education is the base for all higher education; its
quality is
afoundationfortheentireeducationalsystemofanation.Studentswiththechanceofacquiring quality
educations at secondary level are most likely to been gaged in subsequent level of education to
be exceedingly productive citizens.
This study may looks in to the current activities of quality management in the select schools of
Guji Zone and its significance relates to the findings regarding the improvements that should be
made from the existing practice, what has to be introduced with a view to enhancing quality
education in the schools covered in this study and the lessons that other schools can draw to the
extent of their similarities with the schools that will studied. Therefore, this study will help both
public and private secondary school, board members, principals, parents and teachers to clear up
their perception of quality education to play their role efficiently in the quality management of the
schools.

1.6 Delimitation of the study

The scope of this research is delimited to educational quality management practices and challenges
in Guji zone in selected secondary schools of a given woreda in Oromia regional state.

The instruments will intend to be use not include observation due to time constraint which
otherwise contributes a lot to the assurance of the data collect. The research will heavily focused
on the role of the administration staff without considering the teachers’ portion of classroom
quality management and detailed quality teaching-learning process. If the study will inclusive

4
of these issues, the presentation of the whole picture of the existing practice would been clearer.
The scarcity of research findings connected to quality management of government or public
secondary schools from developing countries may limit the chance of considering applicable
experiences.

1.7. Operational Definition of Key Terms

The researcher tries to define the following terms according to the context utilized.

 Education: - is the process of receiving or giving systematic instruction, especially at a

school or university. (oxford dictionary)
 Education quality– is becoming increasingly important for those who are involved in it
either directly or indirectly and for those who use its services, .(ideas. respect. or.
osijournl)
 quality management:- is a part of management aimed at achieving quality goals,
through planning , monitoring, assuring and improving quality.(ideas. respec.or
.osijournl)
 schools:- is a place where instruction is imparted to young; it is an organization or
institution leaning of lower grade, below a college or university .American doctrinal
C.J.S defined
 secondary school:- refers to both the general(9-10) and preparatory (grades 11-12)
education levels (MoE,1994)

1.8. Organization of the proposal

This study will be consists of five chapter. The first chapter deals with the introduction which
consists of the background of the study, statement of the problem, research questions, and
objective of the study, significance of the study, delimitation , definition of key terms and
organization of the study. A comprehensive review of the literature is presented in chapter two. It
deals with the basic concepts, explanations and research findings on school conflict and its
management by various authors and researchers. Chapter three will deals with the research design
and methodology used, source and type of data, sample size and sampling techniques, instruments
of data collection as well as methods of data analysis. The fourth chapter deals with data
presentation, analysis and interpretation data. Chapter five provides the summary, conclusions and
5
recommendations of the study. Finally, a list of references used in this study and other necessary
parts will attach to the end of research.

CHAPTER TWO
2. REVIEW OF RELATED LITERATURE
The primary purpose of this chapter is to get the theoretical understanding of how quality
management of private secondary schools can be undertaken. More specifically, it focuses on
four areas based on different explanations of scholars’ and the existing practice. First, the term
educational quality, quality management and total quality management are described as they are
related to the Ethiopian educational policy. Second, the review briefly assesses the current
general condition of Government secondary school and the benefits they can reap from the
practice of quality management. Third, review has identified areas on which the management
should focus at the practice of quality management process. Fourth, there view of the literature
has assessed the role of the principal in the quality management process. Finally, the researcher
has tried to summarize the outcome of the review as it is related to the subject of the study.
Concept of Quality
Although there seem to be no universally accepted definitions for quality, Harvey and Green (1993) suggested that
quality can be regarded as being: value for money, exceptional, excellence, fitness for purpose, perfection, and
transformation. The application of the five definitions in one single institution is underpinned by the fact that quality
is a multifaceted concept, which cannot be evaluated by a single measure (Latif, Latif, Farooq Sahibzada, & Ullah,
2017; Prakash, 2018). Even though the five definitions seem to fit in the context of PTTCs in Uganda, attaining them
may offer a challenge to the management and staff due to the various ways quality is perceived by the stakeholders.
For instance, achieving quality as exceptional requires exceedingly high standards of students to enter the primary
teacher education program in PTTCs to achieve exceptionally high academic outcomes which may lead education
institutions to be selective in their intake and as such, many students may be left out. Consequently, assuring quality
as perfection is also challenging as it implies that the process of teacher training should occur without defects and be
against prescribed gold standards set by the institutions which may not be possible for Uganda's case. While
perfection is highly required by all the stakeholders in the education institutions, it may not be achieved easily in
institutions like PTTCs in developing countries like Uganda. Quality as value for money, even though this sounds
logical as it emphasizes producing more graduates at a lower cost in a specific time, achieving it may compel
institutions to emphasize quantity than quality of the teachers who graduate from the PTTCs which may
compromise the quality of the primary teacher education system. On the other hand, quality as transformation
which regards quality in terms of change from one level to the next. This is a major aim of teaching and learning in

6
educational institutions such as PTTCs in which the students are empowered with competencies, knowledge, skills
through the teaching and learning process to change from one state to another through acquiring skills, knowledge,
and abilities or empowering learners through taking part in decision-making and developing their critical thinking
and reasoning. The aforementioned perception of quality has been welcomed by most stakeholders as it gives trust
in developing preservice teachers into competent teachers who are expected to teach learners diligently. While
looking at quality as fitness for purpose this is depicted as aimed at seeing primary teacher training colleges as
achieving their purpose of training high quality teachers who are meant to satisfy parents, employers, students’
needs and expectations. The researcher views quality as transformation as well as being fit for purpose as the most
suitable definitions that underpin the concept of quality in primary teacher training colleges in Uganda. While
elaborating on this, the researcher views quality as transformation in terms of developing preservice teachers into
better primary school teachers and on the other hand the notion of quality as fitness for purpose spells out the main
aim of primary teacher training colleges as being to produce competent primary school teachers who can teach
learners diligently and with passion and commitment. Surprisingly, most governments in developing countries like
Uganda provide reduced funding to teacher education institutions and in most cases attaining the aforementioned
suggestions and perceptions of quality is still a challenge to tertiary institutions such as PTTCs.

2.1. Concept of Quality Management

Quality management (TQM) was first introduced as a business management approach in the post-
World War II era when Deming and others successfully reinvented the Japanese economy.
Beginning in the early 1980s, American business leaders looked to the philosophy, principles, and
TQM tools to improve the economy. More recently, education leaders have begun to recognize the
potential for TQM applied to educational organizations. Quality management provides a
connection between outcomes and the process by which outcomes are achieved. If, as many people
realize, the cause of failures in education is a problem in design, quality management may be
regarded as an ideal systemic process for managing change in public education (Frazier, l997).

2.2. Quality in terms of Government Secondary Schools

Quality is significantly essential idea for any organizations in ceitre presents an evaluation of a
service by its customers. Even though there is a belief of considering market as a final judge in
evaluating quality, such fatal evaluation is futile for private primary schools. The production of
education and the presentation of the lessons to the students happen to get her while the students
are active participants of the process. Allowing the market to decide on the survival of private
7
primary schools, result in social cost besides the cost of the organization. The students suffer as
they obliged to shift from school to school with personal and financial cost. Therefore, the
management of private secondary schools must be ahead of the market by developing quality
evaluating systems in order to respond to the changing needs of society instead of closing the
schools as a consequence (Nutley,S.andOsborne,S.P.,1994).

Quality is a phenomenon appreciated and looked for in every aspect of life. But, quality cannot
be defined with one meaningful idea for there are different subjective looks in to it based on the
conditions and individuals expressing it. According to Dale, Wiele and Iwaarden (2007:138)
“quality can be defined for any business organizations performance to standard’ or satisfying the
customer. These expressions further clarified as, conformance to specifications, fitness for use,
value for price paid, and support provided after the product or service is purchased. Dale, et.al
(2007) also mentioned the application of quality as going beyond product or service itself, to the
staff members, procedures, and related organizational setting. Organizations are also cautioned to
prioritize quality in order not to jeopardize their survival.

Similarly, Nutley &Osborne(1994) explained quality as dually featured and elaborated it

objectively as fitness for purpose (FFP)‟,with the focus on characteristics of a product; and
subjectively as the quality of the delivery process based on its, excellence in experience (EIE)‟.
With regard to services like private primary schools, these dual characteristics of quality are
essential. The teaching learning process must fit for its purpose as the formulated objective and
should render an excellent experience. Education is explained by Adem, (1995:708) as a process
through which individuals gain positive behaviors, acquire necessary basic knowledge, skills and
techniques of occupation and become more productive. The realization of the potential of
education can only be possible through maintaining its quality. Unless the quality of the content
and the rendering process of education kept in place, education is not education except by name
for it is powerless at the face of poverty. Even if the definition of quality education varies from
society to society and from time to time based on the prevalent demand, the common
understanding of quality education can be what every society accepts as offering the accepted
values and virtues in changing the behavior of the learner to be worthy in character and learning
at the end of the period, (Ugwulashi,2012). Hence, the planning and management of education in

8
private primary schools should be done by keeping quality issues at the core.

The explanation of basic element of quality education today by Colby& Witt (2000:3), as
comprising quality of learners, environments, content, process and outcomes is similar to the
justification of Bhumirat, et.al. (1987:4) about the need for the assessment of primary schools
quality on teaching-learning process, school management process and the evaluation of student
outcomes with the further classification of the input, the process and the output” (Colbys&Witts
2000:3) “learners, environments and content into the input for the other elements remained the
same. Therefore, we can conclude school quality can be considered as educational quality for the
purpose of schools is the provision of education.
Researchers define the„ input‟ component as the requirements for the establishment of private
primary schools as stated in the official documents. The input indicators reveal the adequacy and
equity of educational provision among the schools. The„ process component engrosses the
relationships among people to utilize the inputs and manufacture outcomes and the„ output‟
component consists of qualitative and quantitative outcomes Bhumirat, et.al.(1987). Therefore,
the objective to improving quality of schools should focus on educational resources and
processes. The focus on either one cannot result in the expected quality.

According to Bhumirat et.al. (1987:20), educational policy is directly influences inputs and may
stimulate changes in processes. As we look closely at the current Ethiopian educational policy, it
recognizes the role of education on transmitting societies, knowledge, experiences, new findings
and values from one generation to another by strengthening the problem solving capacity. It also
acknowledges the impact of education in the endorsement of reverence for human rights and
democratic values by facilitating the conditions for equality, mutual understanding and
cooperation among people (MOE, 1994:1-2). The detailed input and process items formulated on
the official documents as the standard for the establishment of private primary schools are the
projections of the educational policy directly or indirectly. Therefore, fulfilling the required
standard through equipping the schools with the stated inputs and shaping the processes
accordingly leads to the actualization of the policy which can be considered as the attainment of
the quality objectives intended by the country. According to different scholars many of the
methods of QM are not only to provide techniques, but also quality cultures in all involved:
9
suppliers, customers and the organization community. The practice also set a standard for quality
as ISO9000.QMincludes quality culture, importance of knowledge management, the role of
leadership in promoting and achieving high quality, systems thinking bring more holistic
approaches to quality so that people, process and products are considered together rather than
independent factors in QM, (Dale,et.al.,2007).

According to Deming (1986), the management is responsible for almost all the problems because
of the irresponsibility on the assignment of resources, establishment and implementation of the
methods, development of the organization culture etc. The improvement of the system in general
is the responsibility of the management. The international quality standards of the ISO 9000 have
supported many organizations apply quality systems since they describe the necessary basics.

2.3 Total Quality Management

Total Quality Management was productive beginning from late 1980’s to early1990’s until it was
over shadowed by ISO 9000, Lean manufacturing, and Six Sigma. It is the last phase of the
evolution of the concept of quality. Many authors indicate the enablement of TQM idea to
improve the management of any area inside an organization. (Creech,1994).
The evolution of management style occurs as quality control of organizations evolve to quality
assurance and then to total control and then to TQM. Though different researcher differ in some
points, the principles of quality approved by all are organizational dedication and culture, the
formation of TQM, the continuous improvement, the satisfaction of the client, the use of
measuring and communication systems (Deming, 1986; Juran, 1951; and Crosby, 1979).

According to Saunders (1995) TQM deepens the satisfaction of customers through facilitating the
increment of knowledge of the processes as well as the reduction of errors and variations. The
problems caused at such atmosphere are more of the system rather than individuals. Therefore,
unlike traditional management TQM integrate quality issues into the entire firm and all associates
become their own quality department. The lower levels have a hand in making decisions and
problems occurred are considered as the managements fault. The focus is on the customer who
may demand more than what the organization expects, the customer is the final quality controller.

10
TQM enables employees to focus on quality than quantity and strive hard to excel in whatever they
do. According to TQM, customer feedback and expectation are most essential when it comes to
formulating and implementing new strategies to deliver superior products than competitors and
eventually yield higher revenues and profits for the organization. (Ken, 1992) There are many
TQM models which make the application easy for the users. But all need thorough research on the
specific organization and are founded on understanding customers (their needs and what they
expect), designing perfect processes to collect customer data, collecting information to study
further, analyzing and acting accordingly. This enables to understand target customer and predict
customer behavior. Employees need to know how their products or services can fulfill customer
needs and demands (Watson, 2000).

As Hillman (1994) elaborated every model of TQM integrates customer feedback with relevant
information to plan accordingly, to design effective strategies to achieve high quality products and
services. Strategies need to be evaluated from time to time. Customers are satisfied only when
products and services meet their expectation, fulfill their needs and are value for money. Their
overall experience with the organization must be pleasant for them to be happy and to

2.4. TQM in Education

According to UNESCO (2004), in the past two and a half decades, education systems all over the
world have expanded rapidly, as reflected in large increase in enrollments and public educational
expenditures. But these quantitative developments of education systems give rise to low
educational quality. As a result, many countries are facing high drop-out and repetition rates in
education, especially at the primary level. Ethiopia as a developing country also faces the same
challenge as the goals of enrollment and equity issues are fulfilled. Private elementary schools in
Addis Ababa as parts of the Ethiopian educational system they are no exceptional in quality
issues though the degree differs.
As the explanation of Ugwulashi (2012), school management encompasses all the procedures
through which resources are utilized in schools to carry out the educational objectives. It is a
process of organizing and utilizing school resources towards the accomplishment of educational
goals. This discipline requires training in educational principles and practices in order to manage
schools effectively. Comprehending the basic methods of classroom teaching and management is
11
also essential. The importance of knowledge of administrative skills that model behaviors and
motivation is inevitable for the purpose of effective school management. Researchers believe
indicators of educational quality help the management of private primary schools to point out
important areas of their own activities. The management of schools should carefully represent
and develop each indicator of quality and search for methods to upgrade and improve indicator
representation in their own specific school circumstances. Most of the time the indicators are
focused in seven are as stated as curriculum, achievements, learning and teaching, students
support, school ethos, resources, management and quality assurance.(Bhumirat, et al. (1987) also
emphasizes the need to focus on students personality, morality, ethics, and ability to live in
agreement, ability to work as a crowd, understanding of freedom values in addition to their
cognitive development during the evaluation of student quality.
Challenges to Successful Implementation of TQM in Education Institutions
Basing on the literature reviewed from the writings of scholars such as Bilen (2010), Avila (2018), Aly & Akpovi
(2001a) and Seymour (1991) it is revealed that successful TQM implementation in educational institutions leads to
improvements in their operation, such as improvement in academic performance, quality, student satisfaction,
efficiency, effectiveness, and competitive advantage although its implementation still encounters several challenges.
The following table 1 gives a summary of an overview of the challenges to the successful implementation of TQM in
educational institutions
Authors Aim of the study Findings of the study
Mobegi, Ondigi, and Oburu To investigate the barriers to TQM in Lack of sufficient physical structures, learning and instructional
(2010) secondary schools in Guba district in Kenya. materials in all schools.
Horine and Hailey (1995) To investigate the key challenges to Lack of organizational culture, senior leadership commitment,
successful quality management faculty support, implementation time, and training.
implementation in higher education
institutions
Dale, Van der Wiele, and Van To identify the challenges to TQM Ineffective leadership, obstruction to change, contradictory
Iwaarden (2007). implementation policies, inappropriate organizational structure, poor
documentation, inadequate training of staff and ineffective
communication.
Suleman and Gul (2015) To investigate the challenges facing TQM ineffective leadership, lack of funding and resources,
implementation in secondary schools in insubordination of workforce, lack of management
Kohat District in Pakistan. commitment, poor and ineffective planning, political
interference, and poor teachers’ status and morale
Koch (2003) To investigate the challenges facing TQM Lack of focus to academic activities such as teaching and
implementation learning, curriculum development, resistance from faculty
members
Kosgei (2014) To assess the extent to which TQM Lack of commitment by the management and some staff
principles are practiced in secondary schools members, organizational culture in the school, poor
in Eldoret East District. documentation, insufficient training of key team players, and
ineffective communication.

Source: Literature Review

12
From table 1 above it can be seen that lack of management commitment, resistance by staff, lack of proper training and
resources are the most dominant barriers to TQM implementation in educational institutions. According to Brown,
Hitchcock, & Willard (1994), TQM implementation is seriously affected by the lack of top management commitment.
Similarly, Salaheldin and Mukhalalati (2009) and Ater and No (2013) in their studies also identified the lack of
commitment and support from top management was found to be the major obstacle to TQM implementation.
Consequently, Massy (2003) points out that resistance arising from the academic staff tremendously fails the TQM
initiatives in most education institutions as they regard it as more of an industrial or business jargon which is not
applicable in the teaching and learning situation. On the other hand, studies conducted by Sergiovanni (2001) and
Sahney, Banwet, & Karunes (2004) have also revealed that lack of adequate training, funds, inadequate skills and
knowledge by staff as the barriers to the successful implementation of TQM in educational institutions.
Other challenges identified from the table are: poor and ineffective planning, political interference, and poor teachers'
status and morale, lack of implementation time, contradictory policies, inappropriate organizational structure, poor
documentation, ineffective communication (Mobegi, Ondigi, and Oburu, 2010; Horine and Hailey, 1995; Dale, Van
der Wiele &Van Iwaarden, 2007; Suleman and Gul 2015, Koch, 2003; Kosgei, 2014; Mishra, 2013). According to the
literature reviewed, all studies on the challenges to successful TQM implementation were conducted in educational
institutions outside the context of PTTCs in Uganda. Therefore, this study aimed at investigating the challenges to
successful TQM implementation particularly in PTTCs in Uganda.

Summary
Although education is a powerful means for the development of nations, it can only function well
through appropriate quality management practice. Private primary schools in Addis Ababa should
pursue such commitment effectively in order to fulfill what is expected from them as part of the public
thereby sharing the government‟s efforts to enhance education service and to be competitive in the
existing school market. The management of private primary schools can only practice the discipline
effectively through awareness of: the meaning and purpose of quality education, who should take part
in the process and in what way, how the mobilization of the concerned ones can be undertaken. The
literature reviewed in this chapter indeed shows the need for effective total quality management in
private primary schools.

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 CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
This chapter presents the research methodology, the sources of data, the study site and
population, the sample size and sampling technique, the procedures of data collection, the data
gathering tools, the methods of data analysis

3.1. Research Design

The study will focuses to examining educational quality management practice and challenge in
Guji Zone of on selected secondary school. To achieve this objective descriptive survey design
with both qualitative and quantitative research approach will be employed. Descriptive design is
used because it helps gather data at a particular point in time with the intention of describing the
nature of existing condition. It is also use full for describing the present situation of educational
quality management practice and challenge on selected secondary schools and it helps to deal
with relatively large number of respondents at a particular time.

3.2Sources of Data
In order to investigate quality management practice and challenge in study the area, both primary and
secondary source of data will be used. Primary data will be collected from teachers, principals,
assistant principals and secondary school supervisors, Woreda Education Head and PTA (parent
teachers association) chair persons. Secondary data will be collected by reviewing pertinent
documents such as ESDP documents.

3.2.1Primary Source of Data

Primary data will be collected from teachers, principals, assistant principals and secondary
school supervisors, Woreda Education Head and PTA (parent teachers association)
chairpersons.
3.2.2 Secondary Source of Data
The reason for this is to be able to provide adequate discussion for the researcher that would help
her to understand more about the issue and the different variables that involve with it. On the other
hand, sources for secondary data include previous research reports, newspaper, magazine and ETP,
ESDP and General Education Quality Assurance Packages (GEQAP).

3.3 The Research Method

The method employ in this research will use both quantitative and qualitative method.. Since the

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research is survey method, it emphasizes more on quantitative research approach. Using
multiple approaches can capitalize on the strengths of each approach and their offset
different weaknesses and provides a better understanding of research problems than either
approach alone. It could also provide more comprehensive answers to research questions going
beyond the limitations of a single approach (Creed, et.al., 2004). It is also practical in the sense
that the researcher is free to use all methods possible to address a research problem (Creswell,
2006). Furthermore, to confirm, cross-validate or corroborate findings with in a study.

3.4. Population, Sample Size and sampling Techniques

To study on educational quality management practice and challenge in Guji Zone in selected
secondary schools of a given Woreda in Oromia Regional state. There are about 18 Woreda in
Guji zone out of this 4 Woredas will be selected namely Bore , Dama , Yirbamuda, Adoola
Wayu may be selected purposely because of their proximity to residence or working place .
Consequently, out of 238 teachers (40%/ 95 teachers ) were taken using simple random
sampling which provide a chance for every members of the population has an equal and
independent chance of being selected for the sample and proportionally from each school.

The researcher was decided to take two schools form each woreda through simple random
sampling gives every member of the population has an equal and independent chance of being
selected for the sample and totally eight schools will be select. All the 8 school principals, 4
vice-principals, 4 head of woreda educations, 4 secondary school supervisors, 4 PTA chair
persons of the sample school will be selected using purposive sampling since they are
responsible to exercise leadership practice, facilitate the work of teachers and other school
committee members.

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 Table 1. Types of respondents
S Name of Principals Vice- Supervisor Teachers Woreda Edu. PTA
/ Schools principals officers

Sample

Sample
%

Sample
%

Sample

Sample
%

Sample
%
Population

Population

Population

Population

Population

Population
N

115

46
100

100

40
1 Bore 2ndary 1 1 100 1 1 1 1
school
100

100

100
42

17

40.5
2 Dama 1 1 1 1 1 1
2ndary
school
100

100

100
43

17

39.5
3 Adola 1 1 1 1 1 1
Wayu
100

100

100
38

15

31.2
4 Yerba 1 1 1 1 1 1
Muda
100

100
258

75

29
100

Total 4 4 4 4 4 4 18 9 50 16 4 24

Sampling Purposive Purposive Purposive Simple Purposive Purposive

Techniques Sampling Sampling Sampling Random Sampling Sampling
Sampling

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A particular teacher from each sample school will be taken proportion to sample size ( 40%
each) because a simple random sampling technique provides the best opportunity to obtain
unbiased samples. All the principals, vice principals, supervisors, head of education office and
PTA chair persons will be taken by purposive sample techniques, because these respondents
will be expected in eliciting in-depth information given optimal insight in to an issue.

3.5. Instruments and Procedures of Data Collection

To collect necessary data, the study will use questionnaire of semi structure type and semi
structure interview as well as document analysis.
3.5.1 Instruments of Data Collection

3.5.1.1 Questionnaire
A semi structured questionnaire will be distribute to gather required information about
educational quality management practice and challenge in the study area. The questionnaire will
prepare one set for principals, vice principal sand teachers. Data will collect from secondary
school teachers, principals and vice principals. Using questionnaire consists of both close and
open ended questions. Close ended type helps to address large number of respondents and
inquire them to reflect their idea in short period of time as well as they are suitable for their
easiness in tabulation, objectivity and suitability to keep respondents on the subject of
discussion. The close ended questions will employ Likert scale method ranging from very high
to very low (5=very high, 4=high, 3=medium 2=low and5=very low) to obtain responses from
participants. There also open ended items to collect the qualitative data as well Open ended
questionnaires will be employed because these will suite to give a free response in a continuous
text. It is also more appropriate to elicit sensitive information (Somekh & Lewin, 2005).

3.5.1.2. Interview
In order to triangulate the data obtain through questionnaire, a semi-structured interview will be
conducted. A semi structure interview was conducted with the, supervisors, PTA and woreda
education office head. Thus, two sets of an interview guide (a written list of questions) will be
prepared by researcher and present to face to face interaction. A follow-up question would be
asked when the researcher will need more clarity. An interview for supervisors has five items
and, the PTA and woreda education office have four items sets of interview.

The interviews will be conducted in office of woreda education heads and school principals

17
office in different days for each supervisors, PTA and woreda education office heads. In
addition to this, the interview took thirty to forty-five minutes for each of them. The researcher
will used smart mobile phone to record the information provided by the supervisors, PTA and
woreda education office heads and the researcher will also use notebook. At the end, interview
notes taken from interviewees will be organized and then translated into English.

3.6 Procedure of Data Collection

First, the researcher was visited the selected secondary schools and discussed the purpose of the
research showing the letter of cooperation from Dilla University. Then the researcher visits the
school director advice director and discussed the purpose of the research with principals and
vice principals showing the letters from the University.

Then the researcher clarified the objective of the research, and asks whether the respondents are
willing to the interview or not. After that the researcher would use semi-structured interview so
as to let the interviewee to express his or her feeling freely. The researcher will also distribute
the questionnaires to the respondent teachers, principals, supervisors and woreda education
heads after he select them and give enough time to fill the questionnaires. In addition, the
researcher recorded interview response through smart mobile phone in order to reduce the
losses of audio information.

3.6 Techniques of Data Analysis

To analyze the data a researcher will generate knowledge from the data gather. Data collection
through questionnaires will be sorted and categorized, once the quantitative data gatherings
accomplished and properly scores and summarize; then enter into the statistical package for the
social science (SPSS version 25) software for analysis. Statistical measures will performed on
quantitative data assemble from the respondents. The qualitative and quantitative data w i l l b e
analyzedforrecurringthemesrelevantthereviewliterature.Amongthetools percentage, frequency,
mean and standard deviation will be used. These data will use to describe and enhance the
statically data drawn from the quantitative data study. Likewise, qualitative data gathered
through open ended questionnaire and interview will be analyzed in narration given to their
thematic areas of the study.

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 CHAPTER FOUR

PRESENTATION, ANALYSIS AND INTERPRETATIONS OF DATA

This chapter deals with the presentation, analyses and interpretations of the data collected from
teachers, principals and parents through questionnaires and interview. In this chapter data
collected through questionnaire were presented with the help of frequency distribution tables and
analysis was made for the data obtained from the interview.

All the data gathered from questionnaires were organized in tabular form and interpreted using
frequency, percentage. The information gathered through interview was also qualitatively
described in words in order to give answer for the basic research questions set in the study. The
first part of this study discusses about characteristics of the respondents, while the second part
deals with the analysis of the findings of the study corresponding to the basic research questions.
Out of the distributed questionnaire to teachers and principals 100(…%) of them were
successfully completed and returned.

4.1 Background characteristics of respondents and Key informants

Table:

Respondents
No Characteristics Supervisors Principals Teachers Students
No % No % No % No %
Male
1 Sex Female
Total
Below 16 - - - - - - - -
20-30 - - - - - - 120 100%
31-40 - - - - 5 8% - -
2 Age 40-50 - - 2 50% 16 25.4% - -
Above 51 2 100% 2 50% 32 51% - -
Total
Diploma - - 2 50% 41 65% - -
Academic or BA/BSC 2 100% 2 50% 21 33.3% - -

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3 Educational MA/MSC - - - - 1 1.6% - -
Qualification Above MA/MSC - - - - - -
Total 2 100% 4 100% 63 100% - -
0-5 - - - - - - -
6-10 - - - - 20 32% - -
4 Work 11-15 - - 1 25% 23 36% - -
experience 16-20 1 50% 2 50 20 32.% - -
Above 20 1 50% 1 25% - - - -
Total 2 100% 4 100% 63 100% - -

20